T-Arts Learning Module PDF

LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY T-ARTS LEARNING MODULE Teaching Arts in Elementary Grades Organized by: Al Marvien C. Savandal College of Teach...

LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY T-ARTS LEARNING MODULE Teaching Arts in Elementary Grades Organized by: Al Marvien C. Savandal College of Teacher Education First Semester, AY 2020-2021 Name of student :____________________________________________________ Course and section :____________________________________________________ T-Arts in Elementary 1 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY PREFACE Welcome to Teaching Arts in Elementary Grade! This course is ultimately about the art of teaching young children and introducing arts in the classroom. This module will help you for your independent study in the classroom, within the school campus, or at your home. It has two main parts that consists of 5 chapters. Each chapter is provided with an exercise and activity artwork that is intended for young learners to enjoy and learn art at the end. Part one introduces art in the classroom; it discusses the concept of art, the history of art and modern paintings; the fundamental principles and elements of art. While part two gives suggestions on how to effectively teach art to elementary grade pupils and design assessment tools in art education. Good luck and stay safe in this time of pandemic. Al Marvien C. Savandal, RPm, LPT Gmail: [email protected] T-Arts in Elementary 2 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY Messenger: almarviensavandal PHILOSOPHY AND RATIONALE FOR ARTS The Arts has been present since the beginning of civilization as it is an essential means for man to live and communicate with others. It has been used to enhance man’s life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspirations, celebrations, and events. Arts records, reflects, and rearranges man’s life and existence. The Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinct way of thinking, communicating, reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile. Howard Gardner, an educator and psychologist, affirms that the arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC INTELLIGENCES” for the Arts develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Art develops and increases a person’s ability to apply creative and new solutions, for new problems in our world. Schools, therefore, need to develop the multiple intelligences of a student through the arts. The K-12 Arts Curriculum seeks to address these needs of our students for the 21st Century. The 21st Century is a different world: it is highly visual, with a proliferation of images seen not only in static media like magazines, books, paintings and posters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and new technologies like iPads, iPods, DVD players, personal computers, and tablets. Artists create, upload and share via the Internet, images, sounds, texts, films, videos, pictures, artworks and designs. These are readily available and interactive, involving the viewer to react, comment and utilize these visuals through the Internet. Teaching Art to students is one way for them to process and interpret the barrage of images and sounds, in a critical and intelligent manner. The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art of other countries. The modules guide educators and provide our students with art experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of difficulty and depth from Kindergarten to Grade 12. The approach is CHILD-CENTERED and HANDS-ON in creating art using locally available materials. It develops the student’s imagination and individual expression, and his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others and of artists from the Philippines and other parts of the world. It culminates in connecting art to other subject areas and provides exposure and apprenticeship to professionals in various art-related fields so the student can discover and consider the different career opportunities in the arts. T-Arts in Elementary 3 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY TABLE OF CONTENTS PART I Preface…………………………………………………………………………………………………… 2 Rationale…………………………………………………………………………………………………. 3 Table of contents…………………………………………………………………………………….. 4 The concept of Art…………………………………………………………………………………… 5 Basic Principles in the Teaching of Art…………………………………………………..... 13 History of Art and Modern Paintings…………………………………………………........ 21 Elements of Art…………………………………………………………………………………......... 45 T-Arts in Elementary 4 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY MODULE 3 T-Arts in Elementary 5 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY THE ELEMENTS OF ARTS TOPIC: Topic 1.3. Elements of Art Topic 1.2.1. Line Topic 1.2.2. Shape Topic 1.2.3. Form Topic 1.2.4. Space and Distance Topic 1.2.5. Time and motion Topic 1.2.6. Area Topic 1.2.7. Colour Topic 1.2.8. Value/ Tone TIMEFRAME: Face-to-face classroom : 1hr Self-guided study, and key learning task/s : 5hrs OBJECTIVES: At the end of this module, students are expected to: 1. Evaluate and recognize the different usage of line, shape, form, space color, texture, shape, volume in an artwork; 2. Discuss the most important elements of color theory; 3. Apply the knowledge of the elements and principles of art in making the designs. INTRODUCTION: In order to understand any field, it's important to have a solid foundation from which to grow. For visual art, this means understanding the elements of art. These creative building blocks are essential and having a grasp on how they work is important both for artists and for lovers of art. By gaining a deeper understanding of the elements of art, it's easier to analyze, unravel, and create any type of artwork from painting and photography to sculpture and architecture. Line, color, shape, form, value, space, and texture are the seven core elements of art and they often overlap and inform one another. Whether talking about drawing, painting, sculpture, or design, these components of art all need to be taken into consideration. Once you have a handle on these seven visual elements, it's even easier to create your own art. But you don't need to be an artist yourself to find the elements of art useful. Any art lover will be able to view artwork in a more meaningful way by learning more about these core visual components. T-Arts in Elementary 6 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY PRETEST: Test your prior knowledge and understanding Before embarking on the learning tasks that you are about to do, check first your prior knowledge. Answer these questions briefly. 1. How line differs from shape, form, and texture? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 2. How elements of art shape creativity? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ LEARNING CONTENT: Elements of Art 1. Line- is a thin threadlike mark- when lines are drawn together they form different shapes. These marks span a distance between two points and can Stock Photos from Rabbit Run 11/Shutterstock be straight or curved. In visual art, lines don't only need to be made with marks and outlines. They can also be implied or abstract. Whether two- dimensional or three-dimensional, there's no denying that lines have a huge impact on the rest of the elements of art. They can be used to create shape and form, as well as give a sense of depth and structure. Lines are the T-Arts in Elementary August 2020 Edition 7 AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY foundation of drawing and are a powerful tool unto themselves. Using different types of lines—continuous, broken, vertical, jagged, horizontal— drastically changes the psychology of an artwork, impacting the viewer greatly. 2. Shape-is the result of closed lines, shapes are two-dimensional, flat, and only have height and width.. By definition shapes are always flat, but the combination of shapes, color, and other means can make shapes appear three-dimensional, as forms. Shapes can be created in many ways, the simplest by enclosing an area with an outline. They can also be made by surrounding an area with other shapes or the placement of different textures next to each other—for instance, the shape of an island surrounded by water. Because they are more complex than lines, shapes are usually more important in the arrangement of compositions. The examples below give us an idea of how shapes are made. Geometric Shapes, 11 July 2012, Creator: Oliver Harrison. CC BY 3. Form- when a shape acquires depth and becomes three-dimensional, then it takes on form. In other words, an artist may try to make parts of a flat image appear three-dimensional. Cylinders, pyramids, and spheres are some of the more common forms, though they can also be amorphous. In sculpture, form is of the utmost importance, though it can easily be introduced into drawing and painting using 3D art techniques. T-Arts in Elementary 8 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY Heydar Aliyev Center (2007-2012) by Zaha Hadid. (Photo: Aleksandr Zykov) 4. Color- By working with hue, value, and intensity—three building blocks of colors—artists can tap into a wide range of emotions. There's nothing that changes an artwork's emotional impact more than color. Color can be used symbolically or to create a pattern. It can be selected for contrast or to set a specific mood. The study of color in art and design often starts with color theory. Humans respond to color combinations differently, and artists study and use color in part to give desired direction to their work. A deep understanding of color theory helps any artist make better use of the colors they have at their disposal. Color theory splits up colors into three categories: primary, secondary, and tertiary. The basic tool used is a color wheel, developed by Isaac Newton in 1666. A more complex model known as the color tree, created by Albert Munsell, shows the spectrum made up of sets of tints and shades on connected planes. There are a number of approaches to organizing colors into meaningful relationships. Most systems differ in structure only. Traditional color theory is a qualitative attempt to organize colors and their relationships. It is based on Newton’s color wheel, and continues to be the most common system used by artists. Traditional color theory uses the same principles as subtractive color mixing (see below) but prefers different primary colors.  The primary colors are red, blue, and yellow. You find them equidistant from each other on the color wheel. These are the ―elemental‖ colors; not produced by mixing any other colors, and all other colors are derived from some combination of these three. T-Arts in Elementary 9 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY  The secondary colors are orange (mix of red and yellow), green (mix of blue and yellow), and violet (mix of blue and red).  The tertiary colors are obtained by mixing one primary color and one secondary color. Depending on amount of color used, different hues can be obtained such as red- orange or yellow-green. Neutral colors (browns and grays) can be mixed using the three primary colors together.  White and black lie outside of these categories. They are used to lighten or darken a color. A lighter color (made by adding white to it) is called a tint, while a darker color (made by adding black) is called a shade. Color Mixing Think about color as the result of light reflecting off a surface. Understood in this way, color can be represented as a ratio of amounts of primary color mixed together. Color is produced when parts of the external light source’s spectrum are absorbed by the material and not reflected back to the viewer’s eye. For example, a painter brushes blue paint onto a canvas. The chemical composition of the paint allows all of the colors in the spectrum to be absorbed except blue, which is reflected from the paint’s surface. Common applications of subtractive color theory are used in the visual arts, color printing and processing photographic positives and negatives.  The primary colors are red, yellow, and blue.  The secondary colors are orange, green and violet.  The tertiary colors are created by mixing a primary with a secondary color.  Black is mixed using the three primary colors, while white represents the absence of all colors. Note: because of impurities in subtractive color, a true black is impossible to create through the mixture of primaries. Because of this the result is closer to brown. Similar to additive color theory, lightness and darkness of a color is determined by its intensity and density. T-Arts in Elementary 10 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY 5. Value -related to color, value is the lightness and darkness of a color. The lightest value is white and the darkest value is black, with the difference between them defined as the contrast. Playing with value can not only change certain forms, but also influence the mood of the artwork. Value is so important that the Italians created a term—chiaroscuro—that specifically refers to the use of light and dark in a piece of art. Baroque painter Caravaggio was a master of using chiaroscuro in his moody oil paintings. “The Tetons and the Snake River” (1942) by Ansel Adams. (Photo: Public domain, via Wikimedia Commons) Photographer Ansel Adams is another example of an artist who expertly used value to his advantage by using areas of contrast to create interest in his landscape photography. 6. Space - This element of art can be manipulated based on how an artist places lines, shapes, forms, and color. The placement of these other elements creates space. Space can be either positive or negative. Positive space is an area occupied by an object or form, while negative space is an area that runs between, through, around, or within objects. Artists often think about the foreground, middle ground, and T-Arts in Elementary (Photo: Guillaume Briard) August 2020 Edition 11 AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY background of their artwork, purposefully placing shapes and lines throughout the space to achieve the perfect composition. A sense of depth in two-dimensional works is often achieved by perspective, which itself can rely on lines or colors. 7. Texture - is an element of art that also plays to our sense of touch. It's defined as a description of the way something feels or looks like it would feel. Sometimes we're speaking about an actual texture that can be felt. Other times, the texture is an implied visual texture that is two-dimensional. Smooth, rough, hard, soft, furry, fluffy, and bumpy are just some different textures that evoke different responses. For instance, an artist look for a hyperrealistic result would want clouds to appear fluffy, while another artist wishing to subvert conventions might play with texture to create a surreal experience for the viewer. 19th-century sculptor Antonio Canova was a master of this, as exemplified by his portrait of Napoleon's sister where she's resting on a cushion that seems so soft and touchable, it's hard to believe that it's marble. Pauline Bonaparte as Venus Victrix” (1805-1808) by Antonio Canova. (Photo: Public domain via Wikipedia) 8. Value (or tone)- is the relative lightness or darkness of a shape in relation to another. The value scale, bounded on one end by pure white and on the other by black, and in between a series of progressively darker shades of grey, gives an artist the tools to make these transformations. The value scale below shows the standard variations in tones. Values near the lighter end of the spectrum are termed high-keyed, those on the darker end are low-keyed. T-Arts in Elementary 12 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY SELF-EVALUATION AND REVIEW OF CONCEPTS: KEY TAKEAWAYS: 1 Lines are lines that are physically present, existing as solid connections between one or more points. 2 Line may also refer to the path that the viewer ‘s eye takes as it follows shapes, colors, and forms along any given path. 3 Lines provide stability and structure to a composition and can be vertical, horizontal, or diagonal on a work’s surface. 4 In two-dimensional art works, the use of value can help to give a shape the illusion of mass or volume. The spectrum of colors contained in white light are red, orange, yellow, green, blue, indigo , and violet. 5 Color theory divides color into the ” primary colors ” of red, yellow, and blue, which cannot be mixed from other pigments, and the “secondary colors” of green, orange, and violet, which result from different combinations of the primary colors. 6 Primary and secondary colors are combined in various mixtures to create tertiary colors. 7 Visual texture refers to an implied sense of texture that the artist creates through the use of various artistic elements such as line , shading, and color. 8 Actual texture refers to the physical rendering or the real surface qualities we can notice by touching an object. 9 ” Form ” is a concept that is related to shape and can be created by combining two or more shapes, resulting in a three- dimensional shape. T-Arts in Elementary 13 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY LEARNING ACTIVITY: Evaluate and recognize the different usage of line, shape, form, space color, texture, shape, volume in this artwork. Explain how the different elements of art are being used and interplayed to create such a masterwork of Francisco, Botong. Answer: __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ T-Arts in Elementary 14 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY LEARNING ACTIVITY: Picasso-inspired self-portrait This activity is design for young learners to demonstrate their understanding of shape, line, color, forms etc. and apply their knowledge in a piece of art. Follow the following instruction and submit your finished artwork for our next face-to- face classroom interaction. Pablo Picasso (1881– 1973) is probably one of history’s most famous names. He was a Spanish painter and sculptor and perhaps the most recognized figure in twentieth- century art. He is best known for starting the Cubist style. His passionate and often provocative life, his unfettered embrace of experimentation, and his drive for re-invention fed into his prolific production of works, upending notions of what art was supposed to look like. Picasso’s numerous inspirations ranged from history, politics, and current events to the work of fellow artists, to the world outside of his studio. In his dynamic body of work, such opposites as intellect and emotions, forms of classicism and expressionism, and the conscious and the unconscious simultaneously clashed and coalesced. Materials  Two sheets of watercolour paper (recommended size is 11x14‖ minimum)  Water soluble paints  Crayons or oil pastels  Paint brush  Pencil  Eraser  Black permanent marker  Tape (masking tape is recommended)  Optional: Scissors, ruler T-Arts in Elementary 15 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY Procedure: 1. Let’s think about Piccaso and his Cubist style portraits. Picasso often used shapes to create facial features. Picasso also used unique colours in his portraits. 2. To begin, set up a chair against a wall and place a lamp in front of the chair. If you do not have a large lamp, use a flashlight. 3. Take your sheet of paper and tape it on the wall so that when you sit down, the piece of paper is right next to your face. 4. Turn off the lights and shine the light. Have an adult help you stencil the outline of your silhouette onto the piece of paper. T-Arts in Elementary 16 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY 5. Carefully take your paper off of the wall and lay it flat down on your working surface. 6. Let’s have a little treasure hunt! Grab 4-8 objects in your house that have different shapes. Try to grab objects that can easily fit into the palm of your hand. Objects may include:  Fork  Bottle  Cup  Marker  Lego 7. With a pencil, begin to stencil some of your shapes onto the outline of your face. These shapes can be placed completely randomly or you can think about the shapes that would work best with the face’s features. T-Arts in Elementary 17 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY Make sure to pay attention to your features:  Eyes  Eyebrows  Mouth  Hair  Nose  Ear 8. With a permanent marker, outline the silhouette of your head as well as outline some or all of your shapes. 9. Include your outfit and draw it on the paper. 10. Grab your coloured crayons/oil pastels and begin to colour in the shapes you have drawn. 11. Keep colouring until you are happy with your colours and shapes! T-Arts in Elementary 18 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY 12. With an eraser, erase all of the pencil marks on your paper that may remain. 13. With your water-soluble paints, begin to paint on top of your colouring. Don’t worry, the paint won’t cover your colouring! Try it out and see! 14. Keep painting until your portrait is completely painted over with your desired colours. 15. Let’s think about the background! With your coloured crayons/oil pastels, you can make a funky pattern. This can include: shapes, lines, swirls, zig zags, etc. Another option: Cut out your portrait and paste it onto a piece of coloured construction paper you may have at home. T-Arts in Elementary 19 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY 16. Optional: With your paints, paint over your background design. Be careful to not let the paint come onto your portrait! 17. Look at that! You now have your own inspired Picasso Portrait! POST-TEST: Test your new knowledge and understanding: Test 1: Encircle the letter of your answer. 1. What is color? a. It communicates moods or c. It provides form and shape. feelings. d. All of the above. b. It gives value. 2. Which of the following means the lightness and darkness of a color? a. Color c. Value b. Color Theory d. Depth 3. How many elements of art are there? a. 5 c. 7 b. 6 d. 8 4. What are the two types of shape? a. Organic and Geometric c. Straight and curved b. Perpendicular and parallel d. All of the above. 5. The elements of art are: a. The rules of art. c. The building blocks of art. b. The materials used to make d. The place you go to look at an art. art. 6. What is line? a. The lightness or darkness of a c. Something that goes straight color or shade. in either direction forever. b. A moving point. d. A principle of design. 7. Which is not an element of Art? a. Line c. Balance b. Shape d. Value 8. You can create textures by making_____________ with other elements. a. Tints and shades. c. Actual and implied b. Foreground, middle ground d. Patterns and background 9. Complementary colors are: a. Colors that look good together T-Arts in Elementary 20 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY b. Side by side on the color d. One color plus black and wheel white c. Opposites on the color wheel 10. A three dimensional object, such as a cube or ball or the representation of a 3- D object. a. Form b. Space c. Shape d. Volume -----END OF MODULE 3----- T-Arts in Elementary 21 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY RUBRICS 1 Short essay 4 3 2 2 Expert Accomplished Capable Beginner Quality of Piece was written Piece was written in Piece had little Piece had no style Writing in an extraordinary an interesting style style or voice. or voice. style and voice. and voice. Gives some new Gives no new Very informative Somewhat information but information and and well- informative poorly organized. very poorly organized. And organized. organized. Grammar, usage Virtually no Few spelling and A number of So many spelling, & mechanics spelling, punctuations spelling, punctuation and punctuation or errors, minor punctuation or grammatical grammatical grammatical errors. grammatical errors that it errors. errors. interferes with the meaning. 2 Rubric for Artwork 5 5 4 3 1 Excellent Above average Average Below average Poor Understanding The artwork is planned The artwork is The art work is The artwork shows The artwork shows Demonstration that carefully; understanding planned carefully; planned little evidence of no understanding instructions and of all concepts and understanding of adequately; understanding the of the concepts and instructions is clearly most concepts and understanding of concepts and instructions. concepts are shown. instructions is some concepts and instructions. understood. shown. instructions shown. Craftsmanship/skill The artwork shows The artwork shows The artwork shows The artwork shows The artwork shows Neatness, precision, outstanding good average below average poor craftsmanship care. craftsmanship, with clear craftsmanship, with craftsmanship and craftsmanship and and no attention to attention to detail, some attention to attention to detail. little attention to detail. detail. detail. Creativity The artwork The artwork The artwork The artwork The artwork lacks Inventiveness, demonstrates original demonstrates some demonstrates an demonstrates little evidence of expression of ideas personal expession and personal expression average amount of personal expression personal outstanding problem and logical problem personal and problem expression. and imagination. solving skills. solving skills. expression. solving skills. Effort The student put forth The student put The student put The student put The student put What it takes to extraordinary effort to forth the effort forth the effort forth the effort forth no effort or finish the project as complete the project well required to required to finish required to finish the project was not as possible; used class complete the the project; used the project; used completed; class well as possible, time time extremely well. project well; used class time class time time was not used dedicated to the class time well. adequately. adequately. well. project inside and/or out of class. T-Arts in Elementary 22 August 2020 Edition AMSavandal  LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY Cooperation The student is always The student is The student is The student is Attitude during class willing to complete the usually willing to sometimes willing rarely willing to The student does time; willingness to assigned tasks and help complete assigned to complete the complete assigned not show set up and clean-up tasks and help set assigned tasks and tasks and help set willingness to complete set up, art projects; works very well up and clean-up help set up and up and clean-up complete assigned practice and clean up with others and makes projects; works well cleans up projects; projects; sometimes tasks and help set tasks. the most use of studio with others and works somewhat works well with up and clean-up time. utilizes the studio well with others others, late to class projects; does not time. and uses minimum or leaves early work well with amount of studio (without proper others. Late to class time. time allotted to or leaves early project). (without proper time allotted to project). REFERENCES: K-12 Curriculum guide for the Arts. https://www.deped.gov.ph/wpcontent/uploads/2019/01/Arts-CG.pdf Ocvirk, Stinson, Wigg, Bone, Cayton (2013). Art Fundamentals: Theory and practice, 12th ed. Stewart, J. (2019). How the elements of art shape creativity. Retrieved online at https://mymodernmet.com/elements-of-art-visual-culture/ Songco, Tovera, Angeles, Espiritu (2002). Teaching Strategies in Social Science for Elementary Grades: Teaching Strategies II. Revised Ed. Visual elements. Retrieved online at https://courses.lumenlearning.com/boundless-arthistory/chapter/visual-elements/ Picasso inspired self-portrait activity by Evan Hutchinson is retrieved online at https://www.avenueroadartsschool.com/creative-hub T-Arts in Elementary August 2020 Edition 23 AMSavandal